| Field |
Value |
Language |
|
dc.contributor.author |
Tutton, M
https://orcid.org/0000-0001-9273-8835
|
|
|
dc.contributor.author |
Cohen, D |
|
|
dc.date.accessioned |
2025-01-14T02:51:10Z |
|
|
dc.date.available |
2025-01-14T02:51:10Z |
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|
dc.identifier.citation |
Education Sciences, 15, (1), pp. 56-56 |
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|
dc.identifier.issn |
2227-7102 |
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|
dc.identifier.uri |
http://hdl.handle.net/10453/183443
|
|
|
dc.description.abstract |
<jats:p>This paper reconceptualizes the role of the teacher in the university foreign language classroom in an age of generative AI chatbots and automatic translation tools. We call for a reconceptualization of this role based on two factors: the unique social interactivity of the university language classroom and the need for effective instruction on how to use Intelligent Computer-Assisted Language Learning (ICALL) tools outside of the classroom. We argue that the teacher must master and integrate these two different modes of teaching and learning. Interpersonal exchanges in class respond to the need for real-time human interaction and relatedness in language learning and so cannot, and should not, be wholly replaced by chatbots. Rather, these sorts of exchanges must form a cornerstone of on-campus foreign language pedagogy. In contrast, teachers must also be able to leverage the benefits of learner-facing AI tools, especially for use outside of the classroom, given the learning gains associated with them. We provide detailed examples of how this dual approach can be realized and propose a five-step approach for incorporating AI into university language pedagogy.</jats:p> |
|
|
dc.language |
en |
|
|
dc.publisher |
MDPI AG |
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dc.relation.ispartof |
Education Sciences |
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|
dc.relation.isbasedon |
10.3390/educsci15010056 |
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|
dc.rights |
info:eu-repo/semantics/openAccess |
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|
dc.subject |
1301 Education Systems, 1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education |
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|
dc.subject.classification |
3901 Curriculum and pedagogy |
|
|
dc.subject.classification |
3902 Education policy, sociology and philosophy |
|
|
dc.subject.classification |
3904 Specialist studies in education |
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|
dc.title |
Reconceptualizing the Role of the University Language Teacher in Light of Generative AI |
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|
dc.type |
Journal Article |
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|
utslib.citation.volume |
15 |
|
|
utslib.for |
1301 Education Systems |
|
|
utslib.for |
1302 Curriculum and Pedagogy |
|
|
utslib.for |
1303 Specialist Studies in Education |
|
|
pubs.organisational-group |
University of Technology Sydney |
|
|
pubs.organisational-group |
University of Technology Sydney/Faculty of Arts and Social Sciences |
|
|
utslib.copyright.status |
open_access |
* |
|
dc.rights.license |
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/ |
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|
dc.date.updated |
2025-01-14T02:51:09Z |
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pubs.issue |
1 |
|
|
pubs.publication-status |
Published online |
|
|
pubs.volume |
15 |
|
|
utslib.citation.issue |
1 |
|
